object was to go through a regular course of instruction, and ultimately receive the honour of graduation, were considered as members of the College; those who attained merely the English and mathematical schools, without pursuing classical or philosophical studies, as members of the Academy; and they were associated under the same teachers only when engaged in those subjects which were common to all. By this arrangement, while young men desirous of a liberal education, either as a preparation for entering upon one of the learned professions, or simply as an accomplishment, were provided with the means of attaining it, others, of humbler views, and with more limited resources, were enabled to acquire a degree of knowledge suitable to their future prospects. The plan was well adapted to the condition of the country at a time when schools, even of the inferior kind, were scarce, and it was desirable to effect much at as little expense as possible. At a subsequent period, however, this complexity of arrangement operated to the disadvantage of the higher

branch of the seminary, both by taking away that unity of object, which in this, as well as all other pursuits, is essential to the greatest success, and by producing on the public mind an impression, that the whole institution was calculated rather for primary instruction than for completing the education of youth.

In the collegiate department was a grammar school, in which boys were taught the rudiments of the learned languages, previously to their entrance into the regular classes of the College. Of these classes there were only three, the freshman, junior, and senior; and the term of study was confined to the same number of years. Experience has shown that this period is too short for the attainment of the requisite knowledge by youth of ordinary abilities and industry; and, in the competition which afterwards arose among the numerous colleges of this country, the arrangement was injurious to the interests of the school of Philadelphia. But, at first, no disadvantage was experienced; and, perhaps, the prospect of a speedy comple

tion of the preparatory studies tended to favour its success at a time, when it was necessary for young men to commence the business of life at as early a period as possible.

The College and Academy were under the immediate direction of a faculty, composed of the professors, of whom the principal had the title of provost, and the second in authority, that of vice-provost and rector of the Academy. The professors, five in number, were assisted, when necessary, by ushers, who were possessed of no authority in the government of the institution. The duties of the faculty were, to meet occasionally, and inquire into the condition of the schools, and conduct of the scholars; to see that the laws were observed, and the plans of education carried into effect; and, when any deficiency in the arrangements of the institution was observable, to propose such regulation for the sanction of the trustees, as they might deem likely to be conducive to its prosperity.

On the charitable foundation, there were

two schools, one for boys, and another for girls, which were taught respectively by a master and mistress, with occasional assistants. The boys were instructed in reading, writing, and arithmetic; the girls in reading, writing, and sewing. The schools were under the immediate care of the trustees, to whom applications for admittance were to be made. The number of charity scholars was seldom much short of one hundred.

The whole property and government of the institution were, by the charter, vested in the Board of Trustees, which retained its original constitution. In conferring the powers before mentioned upon the faculty of the College and Academy, the trustees reserved to themselves the exclusive privileges of making laws; of appointing all the officers of the seminary; of inflicting on the students the severer punishments of degradation, suspension, and expulsion; of conferring the ordinary and honorary degrees; and, finally, of deciding in all matters of high importance to the institution. But in everything which related to

the students, though, for fear of abuse, they thus reserved the power in their own hands, they generally decided according to the recommendation of the faculty, whose better opportunities of forming an accurate judgment entitled them to this deference.*

* The names of the first trustees have been mentioned in a previous note. The following is a list of those who were subsequently elected members of the board, up to the period of its dissolution. They are given in the order of their election. It will be observed that the highest station, influence, and talent in the Province, were secured in the government of the College.

Isaac Norris, Thomas Cadwalader, James Hamilton, Alexander Stedman, John Mifflin, Benjamin Chew, Edward Shippen, Jr., William Coxe, Thomas Willing, Jacob Duché, Jr., Lynford Lardner, Amos Strettell, Andrew Elliott, John Redman, John Penn, John Lawrence, John Allen, Isaac Jones, Richard Penn, Samuel Powell, Thomas Mifflin, William White, James Tilghman, Robert Morris, Francis Hopkinson, George Clymer, Alexander Wilcox, John Cadwalader, and James Wilson.

It has been mentioned that Dr. Franklin was the first president of the board. He was succeeded in that office by the Rev. Richard Peters, who was first elected in the year 1756, and was annually re elected until the year 1764, when the state of his health rendering his absence from the country requisite, his place was supplied by the Hon. James Hamilton, then governor of